Goal: Students will identify purpose of music as function in different genres and cultures.
Day 1 Opening: Students will watch one modern wedding band and one classical renaissance music event displaying different functions for each performance on the interactive whiteboard. Lesson: Teacher will explain that music was written for specific purposes whether it was by need or Students will take prior knowledge and experiences to discuss why the two music groups purpose for performing. Students will write examples of musical experiences they have been to and class will compile different purposes for his/her examples. Teacher will choose one example for students to fill out the 4-w’s worksheet (Who, why, when and where). Teacher will explain and give examples of the six purposes for music. The students will next go into his/her group and watch the second music example. Each group will then fill the 4-W’s worksheet on their own. Teacher will explain how the rotations will be done for the next class. Students will then put their classwork into their summative binders for next class use. Teacher will then write feedback in the student’s binders. Day 2 Opening: Students will get binders on the way to their seats and then watch a political music video and fill another 4-W’s worksheet. Lesson: Students will find their desk mate to discuss their ideas and share answers with the class. Students will then gather into their groups and go into assigned station which includes: Celebration, Religion, Military, Entertainment, Communication, and Dance. Students will do one station and in each station have one video to watch and also two articles to read. Once students have watched the video and read the articles students will then fill out the 4-W’s worksheet and answer a few short questions regarding their perception on the subject matter as formative assessments. Also check a box for the student’s favorite piece of music from each station. Students will then put all worksheets into his/her binders. Students will then answer one thing they have learned that day. Day 3 Opening: Students will get binders from the shelves and then watch one video clip and discuss as a class what the 4-W’s. Lesson: Students will go to their next assigned station. Students will do three stations and in each station have one video to watch and also two articles to read. Once students have watched the video and read the articles students will then fill out the 4-W’s worksheet and answer a few short questions regarding their perception on the subject matter as formative assessments. Students will then put all worksheets into his/her binders. Students will then answer one thing they have learned that day. Day 4 Opening: Students will watch a music video clip of a Johan Sebastian Bach Mass and discuss the 4-W’s Lesson: Students will go to their next assigned station. Students will do two stations and in each station have one video to watch and also two articles to read. Once students have watched the video and read the articles students will then fill out the 4-W’s worksheet and answer a few short questions regarding their perception on the subject matter as formative assessments. Students will then put all worksheets into his/her binders. Students will then answer one thing they have learned that day. Day 5 Opening: Students will watch a great and poor example of the green screen presentation the students will create. Lesson: Student groups will be given a purpose and choose what piece of music they want to use. Students will then use their notes and go to that station to expand his/her 4-W’s worksheet, including who-brief history of composer, when-the piece took place in history, where-where it occurred, why-the purpose that the music was written. Students will then take their information to English class in a cross curricular unit to be used to practice skills such as: first point of view, writing, grammar, story boards and editing. Students will take materials with them to English. Day 6 Opening: Students will watch just green screen with presenting speaker then incorporated background picture that do and do not match. Lesson:Students will use iMovie with stock music and provided images to create a green screen creation. Using a portable laptop cart and computers in the classroom, each student will look for images and get music examples from teacher to be used for their presentation. Students will save images and music and complete questions on why images are appropriate for the presentation. Worksheets will be placed into binders. Day 7 Opening: Students will get binders and go into groups to rehearse presenting their dialogs. Lesson: Students that are ready will start recording their dialogs and then editing their projects as groups. Day 8 Opening: Students will get binders and go into groups to rehearse presenting their dialogs. Lesson: Students will continue to record and edit projects with the aid of teacher, instruction sheets and learning modules. When students are finished and approved by teacher students may complete Music challenges (mini self-directed, self-paced lessons/practice) that are required at the end of the marking period. Day 9
Presentations
Assessments:
Formative-Binders with 4-W’s worksheets, feedback is given between classes, Students answers in classroom discussion and observation.
Summative- Final projects, written storyboards and dialogs in case technology skill ends up being a poor indicator.
Goal: Students will identify purpose of music as function in different genres and cultures.
Day 1
Opening: Students will watch one modern wedding band and one classical renaissance music event displaying different functions for each performance on the interactive whiteboard.
Lesson: Teacher will explain that music was written for specific purposes whether it was by need or Students will take prior knowledge and experiences to discuss why the two music groups purpose for performing. Students will write examples of musical experiences they have been to and class will compile different purposes for his/her examples. Teacher will choose one example for students to fill out the 4-w’s worksheet (Who, why, when and where). Teacher will explain and give examples of the six purposes for music. The students will next go into his/her group and watch the second music example. Each group will then fill the 4-W’s worksheet on their own. Teacher will explain how the rotations will be done for the next class. Students will then put their classwork into their summative binders for next class use. Teacher will then write feedback in the student’s binders.
Day 2
Opening: Students will get binders on the way to their seats and then watch a political music video and fill another 4-W’s worksheet.
Lesson: Students will find their desk mate to discuss their ideas and share answers with the class. Students will then gather into their groups and go into assigned station which includes: Celebration, Religion, Military, Entertainment, Communication, and Dance. Students will do one station and in each station have one video to watch and also two articles to read. Once students have watched the video and read the articles students will then fill out the 4-W’s worksheet and answer a few short questions regarding their perception on the subject matter as formative assessments. Also check a box for the student’s favorite piece of music from each station. Students will then put all worksheets into his/her binders. Students will then answer one thing they have learned that day.
Day 3
Opening: Students will get binders from the shelves and then watch one video clip and discuss as a class what the 4-W’s.
Lesson: Students will go to their next assigned station. Students will do three stations and in each station have one video to watch and also two articles to read. Once students have watched the video and read the articles students will then fill out the 4-W’s worksheet and answer a few short questions regarding their perception on the subject matter as formative assessments. Students will then put all worksheets into his/her binders. Students will then answer one thing they have learned that day.
Day 4
Opening: Students will watch a music video clip of a Johan Sebastian Bach Mass and discuss the 4-W’s Lesson: Students will go to their next assigned station. Students will do two stations and in each station have one video to watch and also two articles to read. Once students have watched the video and read the articles students will then fill out the 4-W’s worksheet and answer a few short questions regarding their perception on the subject matter as formative assessments. Students will then put all worksheets into his/her binders. Students will then answer one thing they have learned that day.
Day 5
Opening: Students will watch a great and poor example of the green screen presentation the students will create.
Lesson: Student groups will be given a purpose and choose what piece of music they want to use. Students will then use their notes and go to that station to expand his/her 4-W’s worksheet, including who-brief history of composer, when-the piece took place in history, where-where it occurred, why-the purpose that the music was written. Students will then take their information to English class in a cross curricular unit to be used to practice skills such as: first point of view, writing, grammar, story boards and editing. Students will take materials with them to English.
Day 6
Opening: Students will watch just green screen with presenting speaker then incorporated background picture that do and do not match.
Lesson:Students will use iMovie with stock music and provided images to create a green screen creation. Using a portable laptop cart and computers in the classroom, each student will look for images and get music examples from teacher to be used for their presentation. Students will save images and music and complete questions on why images are appropriate for the presentation. Worksheets will be placed into binders.
Day 7
Opening: Students will get binders and go into groups to rehearse presenting their dialogs.
Lesson: Students that are ready will start recording their dialogs and then editing their projects as groups.
Day 8
Opening: Students will get binders and go into groups to rehearse presenting their dialogs.
Lesson: Students will continue to record and edit projects with the aid of teacher, instruction sheets and learning modules. When students are finished and approved by teacher students may complete Music challenges (mini self-directed, self-paced lessons/practice) that are required at the end of the marking period.
Day 9
Presentations
Assessments:
Formative-Binders with 4-W’s worksheets, feedback is given between classes, Students answers in classroom discussion and observation.
Summative- Final projects, written storyboards and dialogs in case technology skill ends up being a poor indicator.